Course of Study - Savvi notes



Course of Study ENG3U1

School: Humberside C.I., Toronto District School Board

Department: English

Development date: June 2015

Course code: ENG 3U1

Course title: English, Grade 11, University Preparation

Credit value: 1.0

Prerequisite: English, Grade 10, Academic

Policy Document: The Ontario Curriculum, Grades 11 and 12, English, 2007; Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools 2010

Course description:

This course emphasizes the development and consolidation of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyze challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and developing greater control in writing. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course. Grad 12 students will be prepared for college or the workplace.

Overall Curriculum Expectations

ORAL COMMUNICATION:

By the end of this course, students will:

1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

READING AND LITERATURE STUDIES:

By the end of this course, students will:

1. Reading for Meaning: read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;

2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;

4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

WRITING:

By the end of this course, students will:

1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;

3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

MEDIA STUDIES:

By the end of this course, students will:

1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;

2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Outline of course content:

Course Theme: The Tragic Hero

Unit 1: Fiction– short stories “The West Coast Woman,” “Incidents at the Shrine”; Things Fall Apart

Unit 2: The Essay

Unit 3: Poetry study

Unit 5: Novel study – Brave New World

Unit 6: Drama – Macbeth

Culminating Activity and Final Comprehensive Examination

The Place of English in the Curriculum

Language learning is developmental and cumulative across the grades: students develop flexibility and proficiency in their understanding and use of language over time. The secondary school English curriculum for Grades 11 and 12 therefore builds on the expectations outlined in The Ontario Curriculum, Grades 9 and 10: English, 2007, and provides students and teachers with clearly stated, rigorous, and increasingly demanding expectations. In each grade in the secondary curriculum, the expectations increase in scope and complexity. As students move through the grades, they are required to use language with increasing fluency, proficiency, and accuracy in a broadening range of situations. They take greater responsibility for their own learning and apply their language skills in more challenging and complex ways.

Although students in Grades 11 and 12 will continue practising skills covered in Grades 9 and 10, the emphasis in the senior secondary grades is on helping students consolidate the skills and knowledge they need to prepare for their postsecondary destinations. This emphasis will ensure that students develop independence and master the range of complex skills they will need for university and college programs and for the workplace.

Program planning considerations:

Education for Exceptional Students. Accommodations will be made for students who have been identified as exceptional by an IPRC or who have an IEP. Students should contact the Student Services department for information about services that are appropriate for their needs.

The Role of Technology in the Curriculum. Computer literacy is an important component of students’ work at the senior level in English. Students will be expected to develop information literacy skills as they refine their ability to access, select, gather, critically evaluate, create, and communicate information. Information technology helps students in their written work and in their analysis of literary works and informational materials. Students should use word processing to draft, organize, revise, edit, and format written work. In their research, students should use multimedia resources to find, process, and reorganize information and ideas.

Career Education. Expectations in the English program include many opportunities for students to apply their language skills to work-related situations, to explore educational and career options, and to become self-directed learners. To prepare students for the literacy demands of a wide array of postsecondary educational programs and careers, English courses require students to develop research skills, practise expository writing, and learn strategies for understanding informational reading materials. Small-group work and oral presentations help students to express themselves confidently and to work cooperatively with others.

Learning Skills

Learning skills play a critical role in students’ achievement of the curriculum expectations. Students are expected to come prepared for class with all necessary materials and books. Regular attendance and participation are essential for success. It is expected that all homework will be completed and that assignments will be submitted on time.

Plagiarism and cheating will not be tolerated and will result in a mark of zero. Please refer to the Humberside Assessment and Evaluation Policy in the student agenda book.

The report card provides a record of the learning skills demonstrated in the following six categories:

Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-regulation.

Teaching/Assessment and Evaluation Strategies

A range of instructional strategies will be used to address student needs. Similarly, a number of different assessment and evaluation strategies will be used throughout the course.

Assessment: A variety of strategies will be used to give students the opportunity to learn and be assessed, including quizzes, homework, small assignments, classroom discussions, self-evaluation, peer editing, and writing folder assignments.

Evaluation: Essays and other written assignments, oral presentations, tests, and media assignments will be evaluation strategies used to determine a student’s grade in the course and judge his or her achievement of the curriculum expectations.

Summative Evaluation Plan

30% Final Evaluation

|Task |Strands |Weighting |

|Oral presentation and quotation analysis – Macbeth |Reading and Literature Studies, |10% |

| |Writing, Oral Communication | |

|Comprehensive examination |Reading and Literature Studies, |20% |

| |Writing | |

70% Course Work

|Task |Strands |Due Date |

Unit 1: Fiction Study– Short Fiction (at least two of) “The West Coast Woman,” “Incidents at the Shrine,” “The Lottery” and the Novel: Things Fall Apart

|Comparison Paragraph |Reading and Literature Studies, |September – October |

| |Writing | |

|Oral Presentation: TFA and Media |Reading and Literature Studies, |October |

| |Writing, Oral | |

|Reading test (passage and short answer) |Reading and Literature Studies, |September – October |

| |Writing | |

Unit 2: Reading and Writing Essays: Social Justice

|Sight essay test |Reading and Literature Studies, |November |

| |Writing | |

|Essay (Comparison/Contrast) |Reading and Literature Studies, |November--December |

| |Writing | |

Unit 3: Poetry study: “He would sing with his whole being”

|What does a poem do? |(assessment) | |

|Poetry recitation |Reading and Literature Studies, |January |

| |Writing, Oral Communication | |

|Test: Poetry analysis |Reading and Literature Studies, |January |

| |Writing | |

Unit 4: Novel study – Brave New World

|Short Answer Test– Brave New World |Reading and Literature Studies, |February--March |

| |Writing | |

|Media Piece – Brave New World and The Island |Reading and Literature Studies, |February--March |

| |Writing, Media | |

Unit 5: Drama – Macbeth

|Lecture with Note-taking and Test |Oral Communication |April--May |

N.B. These are the major evaluations that students in all classes of ENG 3U will complete. Factors such as time, student needs, and unforeseen events can affect the delivery of a course. Therefore, this plan is subject to change.

In addition to the evaluations listed above, individual teachers may assign additional work to evaluate students’ achievement of curriculum expectations.

Achievement Chart

The achievement chart provides a reference point for all assessment practice and a framework within which to assess and evaluate student achievement. It is organized into four broad categories of knowledge and skills: Knowledge/Understanding, Thinking/Inquiry, Communication, and Application. The achievement chart also describes the levels of achievement of the curriculum expectations within each category. The descriptions associated with each level serve as a guide for gathering assessment information and enable teachers to make consistent judgments about the quality of student work, based on clear performance standards and on a body of evidence collected over time, and to provide clear and specific feedback to students and parents.

Knowledge/Understanding – subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)

• knowledge of content (e.g., forms of texts; strategies used when listening and speaking, reading, writing, and viewing and representing; elements of style, literary terminology, concepts, and theories; language conventions)

• understanding of content (e.g., concepts; ideas; opinions; relationships among facts, ideas, concepts, theme)

Thinking – the use of critical and creative thinking skills and/or processes

• use of planning skills (e.g., generating ideas, gathering information, focusing research, organizing information)

• use of processing skills (e.g., drawing inferences, interpreting, analyzing, synthesizing, evaluating)

• use of critical/creative thinking processes (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process)

Communication – the conveying of meaning through various forms

• expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, graphic, and written forms, including media forms

• communication for different audiences and purposes (e.g., use of appropriate style, voice, point of view) in oral, graphic, and written forms, including media forms

• use of conventions (e.g., grammar, spelling, punctuation, usage), vocabulary, and terminology of the discipline in oral, graphic, and written forms, including media forms

Application – the use of knowledge to make connections within and between various contexts

• application of knowledge and skills (e.g., literacy strategies and processes; literary terminology, concepts, and theories) in familiar contexts

• transfer of knowledge and skills (e.g., literacy strategies and processes; literary terminology, concepts, and theories) to new contexts

• making connections within and between various contexts (e.g., between text and personal knowledge and experience, other texts, and the world outside school)

Students’ course work will be evaluated according to the achievement chart and their marks recorded in the following strands:

Reading and Literature Studies 35%

Writing: 35%

Oral Communication: 20%

Media Studies: 10%

70% Grade – Course Work

Students must demonstrate achievement of the overall expectations of the course. Assignments, presentations, and tests will be designed to provide students with the opportunity to show what they have learned in the course. Missed and/or incomplete assignments will have an impact on the final grade where there are a significant number of curriculum expectations that have not been evaluated because of missed assignments.

30% Grade – Culminating Activities (10%) and Comprehensive Examination (20%)

All students must take part in the culminating activities for this course.

The Comprehensive Examination will require students to demonstrate an understanding of the entire year’s course content

Grades for Provincial Reports

The grade for each reporting period is based on the evaluations that have been conducted to that point in the course. Until the final report, this grade is preliminary and tentative. A student’s grade will be based on the most consistent level of achievement to that point, but some of the overall expectations, strands and units will not have been addressed by the initial reporting period. A student’s final grade in the course will be based on an evaluation of the student’s entire body of work at the end of the course.

Communication

Before each reporting period, and at the end of the course before the examination period, students will receive an up-to-date printout of their marks, listing the marks they received on all of their assignments, presentations, and tests. Students should check the printout and report any errors or omissions to the teacher.

Extra help is available upon student request. Students and parents can reach the teacher at Humberside at 416 393 8122 ext. 20090. The English department office is Room 318.

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